Tujuan penelitian ini adalah untuk: (1) mengetahui pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan keaktifan belajar kimia di kelas XI IPA MA Al Ma’wa Cilacap pada materi pokok koloid; (2) mengetahui pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan motivasi belajar kimia di kelas XI IPA MA Al Ma’wa Cilacap pada materi pokok koloid; (3) mengetahui pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan prestasi belajar kimia di kelas XI IPA MA Al Ma’wa Cilacap pada materi pokok koloid.
Penelitian ini merupakan Penelitian Tindakan Kelas (Classroom Action Research) yang terdiri dari dua siklus. Setiap siklusnya terdapat empat tahap yang terdiri dari perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian adalah peserta didik kelas XI IPA MA Al Ma’wa Cilacap tahun pelajaran 2012/2013. Data diperoleh melalui observasi, wawancara, angket, kajian dokumen, dan tes. Teknik analisis data yang digunakan adalah deskriptif kualitatif
Hasil penelitian menunjukkan bahwa; (1) pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan keaktifan belajar kimia peserta didik kelas XI IPA MA Al Ma’wa Cilacap. Hal ini dapat dilihat dari persentase ketercapaian 43,33% pada siklus I menjadi 63,33% pada sikus II; (2) pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan motivasi belajar kimia peserta didik kelas XI IPA MA Al Ma’wa Cilacap. Hal ini dapat dilihat dari persentase ketercapaian 50% pada siklus I menjadi 56% pada siklus II; (3) pembelajaran dengan model kooperatif tipe Teams Games Tournaments (TGT) dapat meningkatkan prestasi belajar kimia peserta didik kelas XI-IA MA Al Ma’wa Cilacap. Dalam penelitian ini prestasi belajar meliputi dua aspek, yaitu aspek kognitif dan afektif. Berdasarkan hasil tes siklus I dan II aspek kognitif dapat dilihat persentase ketercapaian 10% pada siklus I menjadi 16.67% pada siklus II. Pada aspek Afektif didapat persentase ketercapaian 26.7% pada siklus I menjadi 33.3% pada siklus II.

The aims of the research are (1) to improve the activities of chemistry in subject matter coloid by cooperative learning type Teams Games Tournaments (TGT) at class XI of cience MA AL Ma’wa Cilacap; (2) to improve the motivation of chemistry in subject matter coloid by cooperative learning type Teams Game Tournaments (TGT) at class XI of science MA AL Ma’wa Cilacap, (3) to improve the student learning achievment of chemistry in subject matter coloid by cooperative learning type Teams Game Tournaments (TGT) at class XI of science MA AL Ma’wa Cilacap.
    This study was classroom action reseach that consisted of two cycles. There were four stages in every cycle that consited of planning, action, observation, and reflection. The subject of the study was the students at class XI of science MA Al Ma’wa Cilacap in the academic year of 2012/2013. Data collected was gained thorugh observation, interview, questionaire, review of documents, and test. The data analysis technique used was descriptive qualitative.
The result showed that; (1) cooperative learning model, type Teams Games Tournaments (TGT) can increase the learners' activeness to learn chemistry at at class XI of science MA Al Ma’wa Cilacap. It can be seen from the average values obtained by the second cycle was higher than in the first cycle, with percentage achievement of 43,33% and 63,33% in the second cycle; (2) type of cooperative learning model Teams Games Tournaments (TGT) can increse learners' motivation to learn chemistry at class XI of science MA Al Ma’wa Cilacap. It can be seen from the percentage achievement of 50% in the first cycle to 56% in the second cycle; (3) type of cooperative learning model Teams Games Tournaments (TGT) can increase the learners’ learning achievements to learn chemistry at class XI of science MA Al Ma’wa Cilacap. In this study, learning achievements included two aspects, namely the cognitive and affective aspects. Based on the results of the test in cycle I and II, it  can be seen the percentage of achievement on the first cycle was 10% become 16.67% in the second cycle.  In Affective aspect, the  percentage obtained on the first cycle was 26.7% become 33.3% in the second cycle.